[{"id":531,"title":"The Atlas of human Interests","sha":"28861b4a81007304af9ce89c18249bad","user_id":null,"state":"published","body":"Are the Japanese more interested in nanotechnology than the German? How many people want to become musicians? Are salespeople conscientious? In the Behavioral Sciences, studies on the diversity of human interests are scarce. Comprehending better how different groups of people decide to invest their time and effort by pursuing certain interests instead of others can provide individuals, organizations and policymakers with a valuable tool for decision making. Thus, I propose the creation of the Atlas of Human Interests (AoI). Inspired in the Atlas of Economic Complexity, the AoI will provide a longitudinal catalogue indicating which interests people pursue or desire to pursue and in which degree. First, the AoI needs an initial taxonomy of human interests, then those initial categories can evolve through analytical tools. To collect information, people will report (e.g., via questionnaires) which activities (I) they would rather and (II) they actually spend their time. This data will be combined with other measures (e.g., temperament and personality) to generate a comprehensive map containing analytics, correlations, clusters and patterns of interests regarding age, sex, education, nationality, etc. Data and the algorithms will be public, making this research a precious source of information for individuals and also for educators, organizations and policy makers.","created_at":"2018-11-01T02:49:54.935Z","updated_at":"2022-03-27T04:14:22.061Z","zenodo_id":1476306,"doi":"https://doi.org/10.5281/zenodo.1476306","subject":null,"tags":["behavioral psychology","differential psychology","behavioural economics","choice","interests","expertise","polymathy","competence"],"vote_count":4,"view_count":1,"score":4.1,"deleted":false,"muted":false,"tweeted":true,"attachment_file_name":"Atlas_of_Economic_Complexity.png","attachment_content_type":"image/png","attachment_file_size":148152,"attachment_updated_at":"2018-11-01T02:49:53.737Z"},{"id":487,"title":"Components of Expertise","sha":"ffab4037c166cc20b1aebfadb090f205","user_id":null,"state":"published","body":"Herling (2000:13) in his \"Operational definitions of expertise and competence\" outlined three basic components of expertise: knowledge; problem-solving; and experience.\r\n\r\nHere, I propose a more sophisticated differentiation that involves four types of knowledge:\r\n1) Epistemic Knowledge; \r\n2) Tooled Knowledge;\r\n3) Meta-Cognitive Knowledge;\r\n4) Idiosyncratic Knowledge.\r\n\r\nEpistemic knowledge refers to the understanding and the formation of principles and generalizable causal relationships. Epistemic principles are highly likely to cross domain boundaries.  \r\n\r\nTooled knowledge refers to specialized techniques of fact-finding, interpretation, or analysis. They are highly domain-specific.\r\n\r\nMeta-Cognitive Knowledge refers to knowledge about one's own cognition. It involves constantly improving one's schemata regarding one's own optimal cognitive and psychic functioning.\r\n\r\nIdiosyncratic Knowledge is divided into two types. Personal Idiosyncratic Knowledge refers to personal experiences that are not (yet) integrated into higher order functional schemata. Social Idiosyncratic Knowledge refers to social knowledge of highly arbitrary nature, which one has to learn as an instrument to function better in the society.\r\n\r\nIt is important to note that all types of knowledge can be either derived by the person themselves via Peircean abduction, or they can be acquired through systematic training or education.","created_at":"2018-09-16T18:53:48.334Z","updated_at":"2024-07-10T09:40:14.090Z","zenodo_id":1419803,"doi":"https://doi.org/10.5281/zenodo.1419803","subject":null,"tags":["expertise","competence","knowledge","cognition","developmental psychology","intelligence","polymathy","creativity","social knowledge","training","education","learning","proficiency"],"vote_count":1,"view_count":1,"score":7.1,"deleted":false,"muted":false,"tweeted":true,"attachment_file_name":"lotus_flower_of_expertise.png","attachment_content_type":"image/png","attachment_file_size":224638,"attachment_updated_at":"2018-09-16T18:53:48.283Z"},{"id":776,"title":"Breadth, Depth and Integration: The Three Dimensions of the Polymathy Construct","sha":"5ff33bee3321766b7bb581634aebfd72","user_id":null,"state":"published","body":"At the core of the polymathy construct is the person's relationship with knowledge in three dimensions: depth, breadth and integration.\r\n\r\nDepth refers to expertise and to the cumulative penetration into certain subjects of interest (in which society circumscribes within domains). It entails [knowledge components](/ideas/ffab4037c166cc20b1aebfadb090f205) (epistemic, technical and practical) that one “samples” from society, and the knowledge and expertise that one “composes” from their unique experiences and turns into self-made knowledge (Gabora, 2016). When depth is absent, dilettancy should be used instead of polymathy.\r\n\r\nBreadth refers to the latitude (also extension or comprehensiveness) of knowledge and to its diversity. Latitude entails covering several domains (as currently organized by society) whereas diversity entails knowledge in unrelated domains. More (sub-)domains and less typical combinations increase one's breadth score. Thus, developing typical arrays of expertise, well-circumscribed within a single domain, underscores specialism, not polymathy.\r\n\r\nIntegration refers to the capacity of developing connectedness and synergies among sufficiently profound and diverse ideas, activities, worldviews, styles, and modes of thinking or operation. Integration happens at the (i) ideational, (ii) personal, and (iii) societal levels: (i) involves trans-contextualism, and the synergistic command of different modes of thinking (e.g., analytic and intuitive); (ii) involves developing synergistic networks of enterprise (Gruber, 1988), or integrated activity sets (Dewey, 1934); (iii) involves creativity through integrative themes and informed, reflective and consequential actions (Bildung; [Michael Araki](/users/7e5ab981b273ead711a70ba889e65ff0)), or the examination, enlargement, and posterior enrichment of the world (Camus, 1942).\r\n","created_at":"2020-08-08T15:45:17.824Z","updated_at":"2024-07-10T09:40:14.070Z","zenodo_id":3977159,"doi":"https://doi.org/10.5281/zenodo.3977159","subject":null,"tags":["polymathy","polymath","creativity","expertise","knowledge","genius","eminence","renaissance person","innovation","multipotentiality","multipotentialite"],"vote_count":0,"view_count":1,"score":2.1,"deleted":false,"muted":false,"tweeted":false,"attachment_file_name":"polymathy_triune.png","attachment_content_type":"image/png","attachment_file_size":239329,"attachment_updated_at":"2020-08-08T15:45:17.586Z"},{"id":1333,"title":"The Atlas of Human Range","sha":"63cbe19fe1e7eebc379231e1fb8430a1","user_id":null,"state":"published","body":"The Atlas of Human Range (AoHR) is an [Atlas of Human Interests](/ideas/98e3f9cea2b150029d0205070f59db05) evolution. The AoHR, however, maps a vast spectrum of human inner and outer manifestations, spanning temperament, personality, interests, knowledge orientations, soft and hard skills, and important behaviors and outcomes (e.g., well-being, health, income). Thus, it seeks to cover lifespace from early traits to mature realization.\r\n\r\nCentral to the AoHR is the identification of unique individual configurations in comparison to the aggregate of many individuals. The AoHR “positions” an individual within a larger, multidimensional “map,” hence the term “atlas.” It can be an important scientific tool to help individuals understand their comparative advantages and identify the most fruitful areas for growth. With a multidimensional and integrative approach, the atlas can also aid in estimating varying levels of “resistance” (e.g., competition, perceived profile distance) in different career paths, considering a combination of the individual's multidimensional profile and aggregate data from a large number of individuals. This can help answer what is special about oneself and how to contributing meaningfully to society. \r\n\r\nIt can also serve as a measure of [polymathy](/ideas/5ff33bee3321766b7bb581634aebfd72). Breadth is gauged by the diversity and disparatedness in one's knowledge profile. Depth relates to a minimum skill or [expertise](/ideas/ffab4037c166cc20b1aebfadb090f205) requirement in each domain. Integration is gauged through synergies between skillsets.\r\n","created_at":"2024-07-10T09:40:13.991Z","updated_at":"2024-07-30T06:00:36.412Z","zenodo_id":13129532,"doi":"https://doi.org/10.5281/zenodo.13129532","subject":null,"tags":["human flourishing","polymathy","creativity","vocational interests","inventories","self development","lifelong learning"],"vote_count":0,"view_count":1,"score":0.1,"deleted":false,"muted":false,"tweeted":false,"attachment_file_name":null,"attachment_content_type":null,"attachment_file_size":null,"attachment_updated_at":null},{"id":837,"title":"Clarifying Heraclitus' criticism of polymathy as a bad craft","sha":"048ab76455afe092019333825c4054c2","user_id":null,"state":"published","body":"In fragment XXV (Khan, 1979), Heraclitus writes that polymathy is bad craft (kakotechnie). However, in that extract he is referring to the “pilling up” of learnings without the application of rigor and without good guiding principles.\r\n\r\nNotwithstanding, cognates of polymath’s termination \"-math\" were associated with learnings implying inquiry, and rigor, correctness, precision, or akribeia (Bukert, 1972, p. 192). Heraclitus, then, attacks a version of \"polymathy\" that lacks both the depth of akribeia and integration aspects. Since [Breadth,_D](/ideas/5ff33bee3321766b7bb581634aebfd72) showed that these are constitutional elements of modern polymathy, it voids the application of this criticism.\r\n\r\nMoreover, Heraclitus wrote about the necessity to inquire into many things to obtain integrated wisdom (fragment XII). Thus what he really emphasizes throughout his fragments is that good learners should (i) be critical of learnings coming from \"authorities\" that cannot be trusted, and (ii) strive to integrate many knowledges in their pursuit of a single truth, which comes not from opinion but from nature. In this sense, he was only admonishing \"polymathy\" when void of depth and integration. Were these conditions true, most modern scholars would also concur that it would be bad practice. Hence, the fact that modern polymathy is now defined in terms of depth, breadth and integration puts an end this issue.","created_at":"2021-03-09T03:53:43.563Z","updated_at":"2021-05-21T06:01:19.696Z","zenodo_id":4775062,"doi":"https://doi.org/10.5281/zenodo.4775062","subject":null,"tags":["polymathy","heraclitus","philosophy","polymath","polyhistor","knowledge","learning","depth","breadth","integration","opinion","correctness"],"vote_count":0,"view_count":1,"score":0.1,"deleted":false,"muted":false,"tweeted":false,"attachment_file_name":null,"attachment_content_type":null,"attachment_file_size":null,"attachment_updated_at":null},{"id":608,"title":"Polymathy or polymathies: A typology proposal","sha":"8e54bb477f4fe239e7a364af3d219c65","user_id":null,"state":"published","body":"Recent TED talks and books like \"Range\" and \"The Polymath\" generated great popular interest in the concept of polymathy. However, polymathy is still ill-defined in academia. Here, I propose a more systematic typology, based on the literature review carried out by Araki (2015; 2018).\r\n\r\nPolymathy is divided into two major categories: passive polymathy and creative polymathy.\r\n\r\nPassive polymathy refers to the consumption of extant knowledge (Burke, 2010) whereas creative polymathy involves the generation of original contributions via cross-pollination or multidisciplinary syntheses. Passive polymathy is further divided into three types: Omni genere polymathy is the Renaissance polymathy that spans every genre of knowledge. Philosophical polymathy is the devotion to the pursuit of wide-ranging (but not all-encompassing) knowledge. Experiential polymathy is the acquisition of life-skills and meaningful experiences in a variety of forms and domains.\r\n\r\nCreative polymathy is further divided into four types: Avocational polymathy is the active engagement in multiple interests to the point of mixing vocations and avocations in a synergistic whole. Pro-c polymathy is the generation of creative products at the Pro-c level involving cross-pollination and multidisciplinary insights. Big-C polymathy is like Pro-c polymathy but involves highly eminent creations. Finally, Triarchic polymathy combines Big-C in one domain with Pro-c in at least two more domains.\r\n","created_at":"2019-06-22T04:27:08.466Z","updated_at":"2023-10-30T06:00:50.424Z","zenodo_id":3252271,"doi":"https://doi.org/10.5281/zenodo.3252271","subject":null,"tags":["polymathy","polymath","creativity","expertise","knowledge","genius","eminence","renaissance person"],"vote_count":2,"view_count":1,"score":5.1,"deleted":false,"muted":false,"tweeted":true,"attachment_file_name":"Typology_of_Polymathy.png","attachment_content_type":"image/png","attachment_file_size":34665,"attachment_updated_at":"2019-06-22T04:27:08.234Z"},{"id":1088,"title":"Proposed Definition of Polymathy and Polymathic Orientation","sha":"7a5e1c1969de04d8c72612461822a3bf","user_id":null,"state":"published","body":"Polymathy is a multidimensional approach to learning and personal development that involves the pursuit, development, and application of knowledge characterized by three dimensions: breadth, depth, and integration. (1) Breadth refers to the diversity between the domains, areas, or subjects in which an individual pursues, develops, and applies knowledge. (2) Depth refers to the degree of profoundness, rigor, and precision in that pursuit. (3) Integration entails transcending traditional boundaries and divisions that separate knowledge, disciplines, and areas of human action, fostering the synthesis of ideas, the exploration of fundamental connections, and calling attention to gaps resulting from the current division of knowledge.\r\n\r\nPolymathic Orientation (PO) is a disposition, inclination, or enduring direction of thought and interest that drives individuals to pursue, develop, and apply knowledge across multiple areas of human activity. This orientation is characterized by an individual's preference for engaging in activities and learning experiences that emphasize: (1) Breadth Orientation: preference for and valuing of engaging with diverse domains. (2) Depth Orientation: commitment to achieving profoundness, rigor, and precision. (3) Integration Orientation: predisposition to transcend traditional boundaries and divisions of knowledge through active engagement with the synthesis of ideas, exploration of fundamental connections, and calling attention to gaps resulting from the current division of knowledge.\r\n\r\nSee [Michael Araki](/users/7e5ab981b273ead711a70ba889e65ff0) ","created_at":"2023-03-20T04:39:49.116Z","updated_at":"2023-06-09T06:00:34.928Z","zenodo_id":8019255,"doi":"https://doi.org/10.5281/zenodo.8019255","subject":null,"tags":["polymathy","polymath","construct development","polymathic orientation","knowledge","wisdom","interdisciplinarity","transdisciplinarity"],"vote_count":0,"view_count":1,"score":0.1,"deleted":false,"muted":false,"tweeted":false,"attachment_file_name":null,"attachment_content_type":null,"attachment_file_size":null,"attachment_updated_at":null},{"id":631,"title":"Relationships Between Polymathy as a Trait and Neurochemically-Based Individual Differences","sha":"753fac5b42e4c3cac704937e5be2ef39","user_id":null,"state":"published","body":"Polymathy traditionally means “wide-ranging knowledge”. However, Sriraman(2009) and [Michael Araki](/users/7e5ab981b273ead711a70ba889e65ff0) [Polymathy_](/ideas/8e54bb477f4fe239e7a364af3d219c65) have proposed that polymathy can function as a trait. Based the idea that polymathic people distinguishably seek to develop breadth and depth of knowledge as well as novel and useful integrations arising from it, we developed the Trait Polymathy Questionnaire, a self-report instrument. In a preliminary study, we found the following relationships between trait polymathy dimensions and neurochemically-based temperament traits:\r\n\r\n1.\tGeneral polymathy is positively associated with cortical temperament traits—plasticity(PL); probabilistic processing(PRO); and intellectual endurance(ERI)—as well as sensation seeking(SS) and self-satisfaction(SLF), and negatively associated with neuroticism(NEU).\r\n2.\tThe depth dimension alone shows no association with SS, nor plasticity or SLF. Thus, polymathy requires more novelty-seeking, speed of mental integration and self-satisfaction than specialism. \r\n3.\tThe breadth dimension alone shows no association with intellectual endurance and a stronger association with SS. Thus, an aspiring polymath without sustained attention will likely become a dilettante, not a polymath.\r\n4.\tThe integrativity dimension shows a stronger negative relationship with neuroticism and and association with motor tempo(TMS), possibly indicative of stronger dopaminergic system.\r\n\r\nPolymathy seems to originate from a unique set of traits working synergistically. Mainly cortical systems coupled with security about performance when faced with uncertainty.\r\n","created_at":"2019-11-15T20:33:30.997Z","updated_at":"2023-10-30T00:35:56.668Z","zenodo_id":3549054,"doi":"https://doi.org/10.5281/zenodo.3549054","subject":null,"tags":["polymathy","polymath","temperament","personality","individual differences","differential psychology","neurochemistry","creativity","expertise","knowledge","genius","eminence","renaissance person"],"vote_count":0,"view_count":1,"score":1.1,"deleted":false,"muted":false,"tweeted":true,"attachment_file_name":"Trait_Polymathy_and_the_Functional_Ensemble_of_Temperament_together.png","attachment_content_type":"image/png","attachment_file_size":653291,"attachment_updated_at":"2019-11-15T20:33:30.856Z"},{"id":1169,"title":"Breadth and depth are positively correlated emergent properties of engagement","sha":"12600c78b4672667e7a3c108ff7c4ac0","user_id":null,"state":"published","body":"Scholars like Duckworth and Ericsson speak of an “ineluctable trade-off between breadth and depth” in expertise and knowledge acquisition. However, recent research [on polymathy](/ideas/753fac5b42e4c3cac704937e5be2ef39) shows a positive correlation between the two. This seeming contradiction arises from a flawed conceptualization of breadth and depth as reified attributes. Instead of treating them as \"things\" whose level we deliberately grow, they should be viewed as properties emerging from episodes of engagement, where the real unit of analysis and action is termed here \"stint,\" a period of uninterrupted engagement with a task.\r\n\r\nThis is particularly relevant for polymathy. While polymaths often engage in stints with goals (e.g., learning or executing a task), they don't have a predetermined goal of enhancing either depth or breadth. Yet, the multidisciplinary nature of their interests results in stints that \"belong\" to diverse domains, thereby fostering breadth. Concurrently, high levels of engagement, especially involving not only information acquisition but its synthesis in novel and meaningful ways, lead to a virtuous cycle conducive to all dimensions of polymathy (breadth, depth and integration) at once. Thus, breadth and depth are not only positively correlated but co-evolutionary and coupled through integrational ability. Finally, as engagement increases in quality, stints (whether they be focused on learning, execution, or mind-wandering) more frequently yield insightful experiences that illuminate understanding across domains, in a virtuous cycle.\r\n","created_at":"2023-10-30T00:35:56.547Z","updated_at":"2023-11-23T08:49:04.478Z","zenodo_id":10140335,"doi":"https://doi.org/10.5281/zenodo.10140335","subject":null,"tags":["polymathy","engagement","knowledge acquisition","expertise","learning","episodes","breadth and depth"],"vote_count":2,"view_count":1,"score":2.1,"deleted":false,"muted":false,"tweeted":false,"attachment_file_name":null,"attachment_content_type":null,"attachment_file_size":null,"attachment_updated_at":null}]